Empowering Voices Through Drama: Inclusive Practices for Gender and Culture

in Malay Literature Classrooms

Abstract: This study delves into the intricate relationship between gender
expectations, cultural influences, and student participation in drama
activities within Bruneian secondary schools. By examining the interplay of
cultural and religious norms on gender roles, the research sheds light on
the challenges and opportunities for fostering inclusive and enriching
drama experiences for all students. Through a multi-faceted approach
encompassing classroom observations and semi-structured interviews
with teachers, the study uncovers gendered participation patterns, cultural
influences on classroom dynamics, and the importance of catering to
diverse learning styles. Findings highlight the need to navigate the
nuances of gender and culture in educational settings, emphasizing the
significance of tailored activities, collaboration, and communication to
empower students of all genders in Bruneian classrooms. This research
contributes to the development of inclusive and culturally sensitive drama
practices, offering insights for educators seeking to create dynamic and
respectful learning environments that nurture communication skills,
collaboration, and self-expression for all students within the context of
local customs.

Keywords: gender roles, culture, drama, Malay Literature, Brunei

classroom

Introduction:

The global dialogue on gender disparities in education extends to the realm of drama
participation within classrooms. In Brunei, this discussion acquires a unique dimension
due to the intricate relationship between cultural and religious influences, which shape
distinct expressions of gender roles. These cultural norms and expectations can
significantly impact student behavior and engagement, particularly in drama, an activity
that often requires public speaking, improvisation, and collaboration. This study delves
into the intriguing interplay between gender expectations and cultural practices in
Bruneian classrooms, specifically exploring how these factors interact with student
participation in diverse drama activities. By examining these dynamics, I aim to shed
light on the potential challenges and opportunities for fostering inclusive and enriching
drama experiences for students of all genders within the Bruneian educational context.

Methodology:
This qualitative study employed a multi-faceted approach to investigate gender
dynamics and cultural influences on student participation in drama activities within
Bruneian secondary schools.
1. Classroom Observations:

i. Selection of schools: Two secondary schools, one located in a rural (School

A) and the other in an urban area School B), were chosen to capture potential
variations in cultural and educational settings.

ii. Observed activities: The researcher observed a variety of drama activities

specifically chosen to encourage diverse forms of participation, including:

 Whoosh games: Activities encouraging spontaneous interaction, creativity

and movement.

 Improvisation scenarios: Scenarios designed to explore diverse themes

and social situations, promoting dialogue and emotional expression.

 Drawing through imagination: Observation to understand student

engagement with material and collaborative processes.

 Non-verbal communication exercises (warm up): Activities focusing on

body language, facial expressions, and gestures to assess engagement
beyond spoken dialogue.

2. Observation focus:
The researcher paid close attention to:

i. Participation levels:
Frequency and types of participation displayed by students of each gender.

ii. Engagement:
Levels of enthusiasm, confidence, and comfort exhibited during activities.

iii. Gendered patterns:

Identification of recurring patterns in participation and engagement based on
students' genders.

iv. Classroom interactions:

Interactions between students, teachers and peers, particularly during group
activities and discussions.
3. Semi-structured Interviews:

i. Participants:
Interviews were conducted with three teachers, two from school A and one from
school B, who were actively involved in planning and leading drama activities.

ii. Interview focus:

 The interviews explored:
 Teachers' perspectives:
Perceptions of gender dynamics and cultural influences on student
participation in drama activities.

 Challenges and opportunities:

Experiences with fostering inclusive and engaging drama experiences for
students of all genders.

 Teaching strategies:
Strategies employed by teachers to address potential challenges and
promote equitable participation.

By combining data from both classroom observations and teacher interviews, the study
aimed to gain a comprehensive understanding of the complex interplay between cultural
norms, gender expectations and student engagement in Bruneian drama classrooms.

Findings:
The study identified several key themes:

1. Gendered participation:
Boys generally displayed higher participation in activities requiring movement and
public speaking, while girls excelled in writing and drawing tasks. This aligns with
traditional gender expectations in Bruneian society, where boys are encouraged to
be assertive and girls are socialized toward quieter roles.

2. Cultural influence:
The study highlights the role of cultural practices in shaping classroom dynamics.
School regulations based on the Syariah law enforce physical separation between
boys and girls, which may contribute to their reservedness during activities requiring
interaction across genders.

3. Learning preferences:
Despite gendered tendencies, the study acknowledges individual preferences. Both
boys and girls exhibited varying levels of enthusiasm and engagement depending on
the specific activity, highlighting the importance of catering to diverse learning styles.

The findings of this study illuminate the intricate tapestry woven from cultural values,
gender roles, and student engagement in Bruneian drama classrooms. While upholding
cultural values remains paramount, fostering inclusive learning environments that
nurture equitable participation for all genders is equally essential. This section delves
deeper into the discussion, unpacking the complexities unearthed and charting a course
for future exploration.
 i. Navigating the Nuances of Gender and Culture: Reinforcing Norms or
Challenging Stereotypes?
Drama, by its very nature, often involves stepping outside one's comfort zone
and embodying diverse characters. This inherent dynamism presents a potential
space to challenge rigid gender stereotypes. However, cultural norms
emphasizing gender separation might create anxieties around certain forms of
drama participation, particularly activities requiring close physical interaction or
scenarios challenging traditional gender portrayals. Further research could
explore how drama activities can be adapted to address these anxieties while
fostering critical reflection on gender roles within the boundaries of cultural
respect.

ii. Fostering Inclusive Drama Practices:

 Tailoring Activities:
The study highlights the importance of catering to diverse learning styles.
Drama activities can be specifically designed to cater to various
preferences, offering choices in participation styles (verbal, non-verbal,
written) and roles (scripted, improvised, observational). This allows students
of all genders to find their own comfort zone and engage meaningfully within
the drama experience.

 Collaboration and Communication:

Drama, at its core, thrives on collaboration and communication. By fostering
collaborative activities and open communication within the classroom,
students can develop a sense of trust and respect for their peers, regardless
of gender. This can create a safe space for experimentation, self-
expression, and learning from diverse perspectives.
iii. The Role of Educators:

 Sensitivity and Cultural Competency:

Educators play a crucial role in creating inclusive drama experiences.
Cultivating sensitivity towards cultural values and developing cultural
competency are essential for navigating potential challenges and fostering
an environment where all students feel respected and valued.

 Professional Development and Support:

Providing ongoing professional development opportunities for teachers can
equip them with the necessary skills and strategies to address gender-
related issues within the drama classroom. This could include workshops on
fostering inclusive practices, adapting activities for diverse needs, and
navigating cultural sensitivities.

This study serves as a springboard for further exploration of the intricate interplay
between cultural values, gender roles and student engagement in Bruneian drama
classrooms. By acknowledging the complexities, fostering open dialogue, and
implementing inclusive practices, educators can transform drama classrooms into
vibrant spaces where students of all genders can thrive, learn and express themselves
authentically. Through collaborative efforts, we can ensure that the stage becomes a
platform for not only creative expression but also for fostering mutual understanding,
respect and a celebration of diversity within the Bruneian educational landscape.

Limitations: Unveiling the Need for Further Exploration

While this study offers valuable insights, it is crucial to acknowledge the limitations
specific to the target population: students taking Malay Literature.

1. Limited Sample Size:

The study involved a relatively small sample size, with only five classes and 100
students taking Malay Literature across two schools. This restricts the
generalizability of findings to the population of students enrolled in this specific
subject. Expanding the study to encompass a larger and more diverse sample of
students taking Malay Literature, potentially including schools from different regions
and socio-economic backgrounds, would provide a more nuanced understanding of
how gender dynamics and cultural influences play out within this specific subject
area.

2. Focus on a Single Subject:

The study solely focuses on students taking Malay Literature. Exploring these
dynamics across different subjects offered in secondary schools could reveal
additional complexities and potential variations in student engagement and
participation based on the subject matter. For instance, subjects like science or
mathematics might elicit different participation patterns compared to a language and
literature course. Including students from other subject areas could provide a
broader perspective on how gender and cultural factors interact with student
engagement in secondary education.

3. Reliance on Observation:
The study primarily relied on classroom observations to understand student
participation in drama activities. While this method provides valuable insights into
student behavior, it might not fully capture their perspectives, experiences, and
potential anxieties regarding drama participation in a cultural context. To gain a
more comprehensive understanding, the study also incorporated student
questionnaires and focus groups (although not implemented in all classes). These
additional data collection methods could offer deeper insights into how students
perceive, experience and potentially feel about participating in drama within their
cultural context.

4. Single Researcher Perspective:

To mitigate potential biases inherent in relying solely on a single researcher, in
School A, two research assistants assisted with data collection through classroom
observations, while in School B, the researcher collaborated with a teacher who
provided valuable insights and facilitated access to classrooms. This multifaceted
 approach aimed to gather comprehensive data and diverse perspectives,
minimizing the risk of bias and ensuring a more balanced understanding of the
phenomenon under investigation. However, further research endeavors could
benefit from incorporating an even more diverse research team with varied
backgrounds and expertise to further enrich the data collection and interpretation
process.

By acknowledging these limitations and considering the call for further exploration, this
study paves the way for future research endeavors. By employing diverse
methodologies, fostering collaborative research approaches, and remaining sensitive to
cultural contexts, future research can contribute to the development of inclusive and
culturally sensitive drama practices that empower students of all genders to flourish
within Bruneian classrooms. Furthermore, by integrating drama with the study of Malay
literature, educators can create a dynamic learning environment that not only fosters
critical thinking.

Conclusion:
Brunei's educational landscape navigates unique cultural and religious values. One
such value manifests in the practice of maintaining physical separation between male
and female students to promote respectful social interactions. While schools adhere to
these ethical codes, it's important to find ways to foster inclusive and enriching learning
environments. This research has shown that drama activities, carefully adapted to the
cultural context, can successfully involve both male and female students while still
adhering to these ethical codes. These respectful boundaries allow for activities that
nurture communication skills, collaboration, and self-expression for all students,
adapting practices with respect to local customs.